self-regulated learning strategies

AbstractDeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. This study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievement of EFL learners. Two hundred and fifty five Iranian high-intermediate EFL learners attending Iran Language Institute of Mazandaran were randomly selected. Correlational analysis of the data demonstrated that self-regulated strategies were significantly correlated with mastery goal orientation and listening achievement of the learners. Performance-approach goal orientation was neither correlated with these strategies nor with mastery goal orientation. It only showed a significant negative correlation with performance-avoidance goal orientation. The findings are in congruence with the assumptions made in social cognitive theory of learning, expectancy-value theory and the model of self-regulated learning developed by Pintrich and De Groot (1990).

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.